PROGRAM ASSESSMENT PLAN ~ through This document only needs to be updated when changes are made.

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1 UNIT Department (if applicable) Degree/Program SCHOOL OF APPLIED STUDIES SOCIAL WORK Bachelor of Social Work Date Prepared April 30, 2014 Date Revised Updated to New Form (6/22/15), PROGRAM MISSION BSW Mission Statement Education for competence in social work practice is the guiding principle of the Department of Social Work. The BSW program in Social Work provides a respectful, supportive approach to learning while maintaining high academic standards. The program is committed to providing opportunities to students who may otherwise experience barriers to higher education. The BSW program is strongly linked to the core values of the profession. The program maintains its mission by integrating content throughout the curriculum relevant to the pursuit of social and economic justice, as well as its dedication to the value, worth, and dignity of all persons. The BSW program is designed to prepare undergraduate social work students for a generalist practice that will meet the multi-level needs of clients. Social Work Department Mission Statement The Department of Social Work reflects the Washburn University vision through outstanding Bachelor of Social Work (BSW generalist) and Master of Social Work (MSW clinical) programs. The curriculum is continually enhanced through teaching excellence, scholarly research and publication, and faculty involvement in international, national, and regional forums. Kansas benefits directly from student practica serving our most vulnerable citizens. Department goals reflect accreditation standards of the National Council on Social Work Education (CSWE). Students build on a solid general education base integrated with humanistic values, cultural competence, and enthusiasm for a lifetime of learning. Upon graduation, students will be able to apply critical thinking to inform and communicate professional judgments, conducting themselves as ethical practitioners. Graduates may further advance the social and economic well-being of clients and human rights through advocacy and shaping of policy and practice. PROGRAM STUDENT LEARNING OUTCOMES () If the program has more than 6, hit Tab in the last cell to add another row. Cells will expand to accommodate text. Upon completion of the program students will be able to: Identify as a professional social worker and conduct oneself accordingly. Apply social work ethical principles to guide professional practice. Apply critical thinking to inform and communicate professional judgments. Engage diversity and difference in practice. Advance human rights and social and economic justice. Engage in research-informed practice and practice-informed research. Apply knowledge of human behavior and the social environment. Engage in policy practice to advance social and economic well-being and to deliver effective social work services. Respond to contexts that shape practice. Assessment Plan Assessment Plan Template Modified July 2014 Page 1

2 10 Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. CURRICULUM MAP (Alignment) List all courses required for program majors and indicate, where applicable, (using the following key) the with which they are associated. T = Taught X = Taught and Assessed A = Assessed If the program has more than 6, Copy and Paste rows from this table below the existing table, beginning with the row numbering the. Required Courses SW 100 X X X X X X X X X X SW 250 X X X X X X X X X X SW 325 X X X X X X X X X X SW 326 X X X X X X X X X X SW 350 X X X X X X X X X X SW 351 X X X X X X X X X X SW 352 X X X X X X X X X X SW 353 X X X X X X X X X X SW354 A A A A A A A A A A SW355 A A A A A A A A A A SW 362 X X X X X X X X X X SW 363 X X X X X X X X X X ASSESSMENT MEASURES (Method) Indicate (mark with an X) the type of assessment used to evaluate each. Check as many boxes as apply. Programs should use at least 2 direct measures for each. If the program has more than 6, Copy and Paste rows from this table below the existing table, beginning with the row numbering the. DIRECT Portfolio Performance Assessment (Art, Music, Theatre, etc.) Performance Assessment (Off campus experience Clinical, Internship, Practicum, etc.) Professional Credentialing Exam Major Field Test or National Exam Course Embedded Assignment Project Evaluation (e.g. research) Course Grades X X X X X X X X X X 10 Assessment Plan Assessment Plan Template Modified July 2014 Page 2

3 Other (Describe) INDIRECT Surveys Exit Interviews/Focus Groups Other (Describe) THRESHOLD OF STUDENT SUCCESS For each, list each measure separately and indicate the threshold of student achievement considered acceptable. (example: 75% of students will receive B or better) - see Assessment Plan Guide for additional instructions. Hit :Tab in the last cell to add another row. Cells will expand to accommodate text. MEASURE THRESHOLD 1 Performance Assessment 85% = Performance Assessment 85% = Performance Assessment 85% = Performance Assessment 85% = Performance Assessment 85% = Performance Assessment 85% = Performance Assessment 85% = Performance Assessment 85% = Performance Assessment 85% = Performance Assessment 85% = 4.0 DATA COLLECTION CALENDAR Indicate how often assessment data are collected for each. S=every semester =every year 2=every other year 3=every 3 years, (etc.) O-Other (please explain) If the program has more than 6, hit Tab in the last cell to add another row Frequency of Data Collection Assessment Plan Assessment Plan Template Modified July 2014 Page 3

4 ANALSIS AND REPORTING CALENDAR Indicate (mark with an X) the years in which each was/will be analyzed and reported. Cycle will repeat after ear 6. If the program has more than 6, Copy and Paste rows from this table below the existing table, beginning with the row numbering the ear 1/ X X X X X X X X X X ear 2/ X X X X X X X X X X ear 3/ X X X X X X X X X X ear 4/ X X X X X X X X X X ear 5/ X X X X X X X X X X ear 6/ X X X X X X X X X X If field experiences are a significant part of the program, explicitly address how validity and reliability of the evaluation instrument is ensured. The field experience assessment plan utilized by the Department of Social Work for both BSW and MSW students incorporates 100% the Educational Policy and Accreditation Standards (EPAS) promulgated by the nationally-recognized accreditation body, the Council on Social work Education (CSWE). As noted in the published 2008 Educational Policy and Accreditation Standards ( ), EPAS supports academic excellence by establishing thresholds for professional competence. It permits programs to use traditional and emerging models of curriculum design by balancing requirements that promote comparability across programs with a level of flexibility that encourages programs to differentiate. The validity and reliability of field practicum evaluation instruments (of the precise type our department has utilized, measuring student performance on the ten practice competencies promulgated by the 2009 EPAS of CSWE) have been established in a variety of peer-reviewed academic articles. One such article is Identifying student competencies in macro practice: Articulating the practice wisdom of field instructors. Journal of Social Work Education, 48: (2012). Authors: Cheryl Regehr and Marion Bogo. A number of books have also systematically examined issues related to the validity and reliability of the instruments measuring the competencies learned in social work field practica. Once such book: Practitioner s Guide to Using Research for Evidence-Based Practice, by A. Rubin and J. Bellamy (2012). John Wiley, Hoboken, NJ. STAKEHOLDER INVOLVEMENT Describe how stakeholders (faculty, students, alumni, advisory boards, community, etc.) are involved in the development, implementation, periodic review and continuous improvement of the Assessment Plan. At the most basic level, by choosing to teach in a CSWE-accredited department of social work, all members of the social work faculty have committed themselves to utilizing this assessment instrument, mandated by the national accrediting body, CSWE. Our assessment instrument precisely tracks (at both the BSW and MSW levels) all 10 CSWE prescribed practice competencies. One of the department s standing five-member committees, the Curriculum, Policy and Governance (CPG) Committee, is responsible for annually reviewing the results of the final semester field instructor ratings of all graduating BSW and MSW students. It is the annual responsibility of the Assessment Plan Assessment Plan Template Modified July 2014 Page 4

5 Director of Practicum to present these results to the CPG Committee. That committee, in turn, is responsible for analyzing those results and for making curricular change recommendations to the entire department faculty, when deemed warranted. PROGRAM ASSESSMENT PLAN REVIEW CCLE Indicate (mark with an X in column 2) the year(s) in which this Program Assessment Plan will be reviewed and indicate in column 3 (when applicable) when changes are made and addressed in the appropriate year s annual report. Cycle repeats after ear 6. Program Assessment Plan Review Were changes made and addressed in the Annual Report? es or No (update when applicable) ear 1/ X No ear 2/ ear 3/ ear 4/ ear 5/ X ear 6/ Assessment Plan Assessment Plan Template Modified July 2014 Page 5